Any good teacher knows that there are a variety of ways students can demonstrate their understanding of a reading. Projects that prescribe students to create original posters, board games, models, etc. based on a class reading are all great methods to get students to engage with literature. As many teachers who use Folger’s performance-rich curriculum… Continue Reading »
This summer I had the privilege of participating in the Folger Shakespeare Library’s Teaching Shakespeare Institute: Summer Academy. During this week-long intensive program, I was given multiple strategies for teaching Shakespeare’s Hamlet and other Shakespearean works. I learned that I should allow the students to perform scenes according to how they interpret the language…. Continue Reading »
[getty src=”171586213?et=B-HX_EumSmNjmVfKl78yyw&sig=mn8UoAuj4ZE8K8xAiNN1Vj6BVQlGhGtDTsqgoWOmXoE=” width=”509″ height=”337″] By Dana Huff In order to help students develop close reading skills, we teach them how to annotate. Annotation has traditionally been thought of as a pencil-and-paper activity, but e-readers, such as Kindle and iBooks, have great annotation tools. However, website annotation has been more of a challenge for students since… Continue Reading »
Guest post by Josh Cabat Over the past few weeks, I have had the opportunity to attend both a week-long workshop on reading strategies at Teachers College and the week-long AP English Language and Composition prep course sponsored by the College Board. In so many ways, these two activities are diametrically opposed, certainly in terms… Continue Reading »
